Portfolio

NAME: ZULEY ALEXANDRA FRETEL

HURTADO
TEACHER: CYNTHIA ALVAREZ
COURSE: METHODOLOGY 04
SCHEDULE: 4:00-5:30

2021
Components
CHAPTER 10: Listening and
Reading
 SUMMARY
 CLASS TASKS
 QUIZ IN CANVAS

CHAPTER 11: Phonology

 SUMMARY
 CLASS TASK
 QUIZ EN CANVAS

REFLECTIONS
 REFLECTION MET 4

DEMO
CLASS
 CONSTRUCTIVE FEEDBACK ABOUT EACH OF MY CLASSMATES
 REFLECTION PARAGRAPH ABOUT MY DEMO CLASS

MATERIALS (DEMO CLASS)

 PPT
 PADLET
CHAPTER 10
 SUMMAR
LISTENING AND READING
Y
APPROACHES TO LISTENING

“There are different approaches to listening. Listening in known as a receptive skill

where by the listeners receives information. In the first language, students don’t often
experience problems when listening. On the other hand, listening in a second languge
is often seen as one of the most difficult skills to develop”.

An unsatisfactory listening lesson•

it’s not necessary to understand every word in order to understand the information you
might need from a recording. We need to show students this important fact – help them
to worry less about understanding everything and work more on catching the bits they
do need to hear. Often, when listening in everyday life, we may need to listen to:

• get a general overview of the main story or message of a conversation;

• catch specific details such as names, numbers, addresses, etc.

There is really nothing in this lesson to help a student learn to listen better; either he
can already listen and remember the required answers, or he cannot. But if he wants to
improve his listening, then he needs a different approach.

Redesigning a listening procedure

A simple plan would be as follows:

1 Set questions.

2 Play recording.

3 Check if the students have found the answers.

4 If not, play the recording again as often as necessary.

This ‘question first’ technique is often characterised as ‘task before audio’. The word
‘task’ reminds us that the activity the students are asked to do may be something more
useful, more realistic, more motivating than simply finding answers to comprehension
questions.

THE TASK-FEEDBACK CIRCLE

Many teachers use a graded sequence of tasks as a route map through a listening
lesson. By starting with a simple task, letting students do it successfully, then moving
on to set a more difficult task on the same recording, the teacher can virtually let the
class find its own level, ie you stop setting new tasks when you find the point at which
they are beginning to find it too difficult .
The task–feedback circle can help you plan useful listening lessons if you simply follow
it round. Go round the circle three or four times – or as many times as your students
need. It’s important to note that it involves not only setting a sequence of tasks and
checking whether they can do it, but also replaying the recording again and again (and
again).

As a general planning aid, the task–feedback circle and the ‘big to small’ task
sequence will work well for many standard coursebook and classroom recordings, eg
where there is a radio discussion, an overheard conversation, a lecture, etc or any text
where it is useful to comprehend both general overall message and smaller details.

HOW DO WE LISTEN?

When we listen, we use a variety of strategies to help us

pick up the message. Some of these are connected with
understanding the ‘big’ picture, eg gaining an overview of
the structure of the whole text, getting the gist (the general
meaning), using various types of previous knowledge to
help us make sense of the message, etc. Listening in this
way is sometimes termed ‘gist listening’ or ‘extensive
listening.
When working on listening in the classroom there are two alternative starting points;
working on the ‘small pieces’ (sounds, words and details) or on the ‘big pieces,
(background topics, overall structure and organisation). The former is known as top-
down whilst the latter is known as bottom-up.
Top-down and bottom-up
It used to be believed that listeners built up their understanding of a text by working out
what each individual sound was, then adding these up into a word, understanding the
word, checking the meaning of that word with the words around them, etc (a bit like
building up a wall from the individual bricks). Although this theory, known as ‘bottom-
up’ (ie building up the messages from the individual small pieces), may initially sound
appealing, it is virtually impossible to do.
1 Before we start listening, we can already predict some possible words and phrases
that might be used because of our knowledge of lexical sets associated with the topic.
2 We listen carefully to a recording a number of times so that we can find a word we
can’t catch clearly.
3 When we don’t clearly catch some of what people say, we hypothesise what we have
missed and reinstate what we think was there, based on our knowledge of similar
conversations.
4 We know the typical pattern some interactions follow (eg the typical sequence of
exchanges when ordering a taxi on the phone), and this helps us to understand these
when they are spoken.
LISTEN IDEAS

Some ideas for more adventurous listening activities:

News headlines:
One interesting and popular example of a lesson using the task–feedback circle is to
use up-to-date material recorded off the radio. Many teachers regularly record the
news headlines each morning for classroom use.
Jigsaw listening:
No wonder this technique is a teachers’ favourite! You can run listening activities that
allow learners to work at their own speed, controlling the CD player or tape recorder
themselves and repeatedly playing parts of a text until they are really happy with their
understanding of it. It also involves a lot of message-oriented communication and
useful group cooperation.
Jigsaw task ideas:
Three (or more) slightly different viewpoints of a single event, each on a separate
recording. The task is to work out what actually happened. Useful additional materials
might be a location map or diagram of a room.
The gallery
A variation on jigsaw listening. Find about ten interesting short jokes, stories,
advertisements or poems (not more than a minute long) and record yourself reading
them, each onto a different CD. Borrow two or three extra CD players and place them
at different locations around the room. Put two or three of your CDs next to each
machine. Make sure learners know how to operate the machines.
Home recording
Many teachers have found that it’s interesting and useful to make their own short
recordings for classroom use. This gives you the chance to offer listening topics
directly relevant to your course or of interest to your learners. A popular tactic is to
‘interview’ one or two other teachers in the staff room.
Live listening
One activity that has grown in popularity in recent years is ‘live listening’. The basic
idea is straightforward: students get to listen to real people speaking in class, rather
than to recordings.
Guest stars
Prepare notes for a short monologue in character (a famous pop star or celebrity). In
class, announce that a guest star is coming today, but don’t say who it is. Go out of the
room and return ‘in character’ (or invite another colleague in). The ‘guest’ then chats
naturally for a minute or two in character, about her life, a typical day, how she feels,
etc. The learners should listen and not shout out who they think it is, but instead write
down their guess.

APPROACHES TO READING

Reading to oneself (as opposed to reading aloud) is, like listening, a ‘receptive’ skill,
and similar teaching procedures can be used
to help learners. The task– feedback circle
works equally well with reading texts. The
most obvious differences are to do with the
fact that people read at different speeds and in
different ways. Whereas a recording takes a
definite length of time to play through, in a
reading activity, individuals can control the
speed they work at and what they are looking
at.
Reading for detail:
A lot of in-class reading work has traditionally
been ‘reading for detail’ – or ‘intensive
reading’, ie reading texts closely and carefully
with the intention of gaining an understanding of as much detail as possible. Often this
is so that the student can answer comprehension questions This is typically a stop /
start kind of reading, involving going back over small pieces of the same text a number
of times to find out more and more about it, making sure that the words have been
correctly interpreted.
Skimming and scanning
Many activities designed to increase reading speeds are variations on the following two
ideas:
• Skimming: Read quickly to get the gist of a passage. A typical skimming task would
be a general question from the teacher, such as Is this passage about Jill’s memories
of summer or winter? or Is this story set in a school or a restaurant? The learners
would attempt to find the answer quickly, without reading every word of the passage,
by ‘speed-reading’ through some portions of the text.
• Scanning: Move eyes quickly over the text to locate a specific piece of information
without reading the whole text or unpacking any subtleties of meaning. A common
scanning activity is searching for information in a leaflet or directory, and a typical
scanning task would be What time does the Birmingham train leave? or What does
Cathy take with her to the meeting.

EXTENSIVE READING

There is a great deal of evidence that extensive reading (ie reading longer texts, such
as a novel, over time) has a powerful impact on language learning. The more someone
reads, the more they pick up items of
vocabulary and grammar from the texts,
often without realising it, and this
widening language knowledge seems to
increase their overall linguistic
confidence, which then influences and
improves their skills in other language
areas, too.
Reading round the class
Readers can be read outside class or
can be used in ‘quiet reading’ class time.
Some teachers use them in class for reading aloud, with different students reading
short sections one after the other.
Some alternatives to reading aloud round the class
Here are some alternatives to try:
• You read;
• You read narrative, but students read character dialogue;
• You (having read the chapter yourself before class) tell the story in your own words,
without notes, in the most spell-binding way you can; later, you get
students to do the same with other bits;
• Students read to each other in small groups or pairs, stopping, changing, discussing
and helping each other whenever they want to;
• Students read silently, then, without discussion, act out, improvising a scene based
on what happened;
• Students silently speed-read a chapter (say in two minutes) then report back,
discussing, comparing, etc before silently reading it more carefully.
CLASS
CLASS TASK
TASK
ICPNA
 ONLINE
ONLINE
QUIZZ
QUIZZ
CANVAS

LISTENING
READING
CHAPTER
11
 SUMMAR PHONOLOGY

Y
PRONUNCIATION STARTING
POINTS

Pronunciation can be an overlooked area of

language teaching, partly because teachers
themselves may feel more uncertain about it than
about grammar or lexis, worried that they don’t have
enough technical knowledge to help students
appropriately. However, when teachers take the
risk, they are often surprised to find that it makes for
very enjoyable and useful classroom work.
Model new words in context
When you teach lexical items, give students a
chance to hear you saying the item naturally spoken
in the context of a typical short phrase or sentence.
Take care to stress naturally (rather than as a
‘perfect’ sentence).
Modelling intonation
When you teach grammar, allow students to hear some typical examples of natural
uses of the language. So, for example, when teaching the present perfect progressive,
don’t just teach it as dry examples, but model a typical real-life sentence or two
yourself with real feeling, such as ‘I’ve been waiting here for two hours!’.
Recognise the feeling
Write up four or five short spoken phrases on the left of the boar.
Use dialogues
When you work with printed dialogues, don’t just read them silently, but get students to
spend time thinking about how to say them. A useful task is to ask them to go through
the text deciding and marking which syllables are stressed. After that, students can
practise them, read them out and eventually perform them without scripts
Chants
A ‘chant’ is a poem or dialogue particularly suitable for reciting aloud; it often involves
strong rhythms, clear everyday conversation, often exaggerated feelings and a lot of
repetition. Use published chants specially written for language students, or write your
own
Shadow reading
This means reading at the same time along with a competent reader. So, for example,
you read a dialogue out loud, playing all parts, while the students follow the text and
read aloud themselves. This is likely to be most useful if it is done more than once, so
that students get a chance to improve; try short texts read a number of times rather
than one long text read once. As an alternative, you could try using a recording.
Voice settings
One interesting approach to pronunciation may sound a little odd at first. It’s based on
the idea that, rather than work on all the small details of pronunciation (such as
phonemes, stress patterns, etc), it might be better to start with the larger holistic picture
– the general ‘settings’ of the voice.

sounds

The phonemic chart shows the individual

sounds (phonemes) of the English language
as spoken in a UK RP accent.
Phonemic chart
Referring to a dictionary that uses the IPA
(international phonetic alphabet), find out
which phoneme is represented by the letters
underlined in the following words
word strees

Stress and its opposite –

unstress – are very
important aspects of
English pronunciation.
Getting the stress wrong
can seriously damage
your chances of being
understood. Words have
their own stress pattern;
for example, water, cricket and justice are stressed on the first syllable whereas
abroad, enough and today are stressed on the second. A stressed syllable in a word is
usually noticeable by being slightly louder, longer and higher in pitch than the syllables

next to it.
Stress and unstress
Unstressed syllables tend to be pronounced less loudly and with a more ‘relaxed’
manner; vowel sounds are typically ‘weak’. Check this out: try saying the words water
and justice with the stress on the wrong syllable
Marking stress
There are a variety of ways of marking stress in a written text and it’s important to do
this for students.

Finding stressed syllables

Mark the stressed syllable in the following words using the method you find the
clearest.

Sorting stress patterns

Put the words into the correct columns.

CONNECTED SPEECH

It’s quite hard to catch oneself saying language naturally; as soon as you start
observing, it changes how you say things! But all the same, try saying the same
sentence as if it’s in the middle of a conversation; maybe even say a few sentences
before it. Speak at a natural speed and without any attempt to speak ‘properly’

(whatever that means).

Weak forms
One important effect of prominence is to mark out a rhythm. There is also a dramatic
effect on unstressed words in a sentence.
The schwa
The most common weak form vowel sound (and thus the most common sound in the
English language) is /ə/. It is also the only sound to be given its own name – the
schwa. If your learners are anything like mine, they will take a lot of convincing that
words are really pronounced with schwa weak forms in natural English; they may feel
that using ‘full’ vowel sounds must be ‘correct’ English

De-schwaed texts
Prepare a short text (three or four lines long). Wherever a schwa would be said in a
word, insert a gap line instead of the vowel(s). Leave all other vowels as they are. In
class, give out the text and explain what you have done. Learners must now go
through the text and work out the missing written vowels.
Intonation
Intonation is sometimes referred to as the ‘music’ of the language, and we use it as a
kind of oral equivalent of written punctuation. It is closely connected to prominence, for
the main movement of intonation begins at the tonic syllable. This movement can be
upwards (a rise), downwards (a fall), a rise with a fall (a rise-fall), a fall with a rise (a
fall-rise) or flat. Intonation has a definite effect on meaning and also gives us
information about the speaker’s attitude.
CLASS TASK
 ONLINE
CANVAS
QUIZZ
PHONOLOGY
DEMO
CLASS
 CARLO and
PAOLA

The demo class of my classmates (Paola and Carlo) was one of the
best, they had a great emphasis on listening and a great
organization to be able to make us students understand the class
well, in addition their activities were very fun and entertaining and
that made me more interesting to solve the mystery.
 AKEMI and
ANDREA

The demo class of my friends (Akemi and Andrea) had the purpose
of the pronunciation and in my opinion it was a great demostration,
their activities helped me to realize some pronunciation errors that
I had, this class was one of my favorites, especially The little box
with names to choose the volunteers was fun and I was encouraged
to participate.

Camilo and
The demo class of
my friends
(Camilo and Alejandra) was super, in my opinion it was the best,
they were creative to be able to demonstrate and emphasize
reading, my favorite part of the class was the demostration with the
puppet, it was very funny and fun, in addition this class was the
best 10/10.
 Fabio and mateo

The demo class of my classmates (fabio and mateo) was very good
and entertaining and thanks to her I was able to have more ideas
for my demo class, in this class it made it difficult for me at first
but thanks to the teachers they made us understand and they
entered all the groups to see if we had any difficulties.
 MELISSA AMD
LUCIANA

In the demo of my friends (melissa and Luciana) he emphasized

reading, he had a great interaction with the students and it was very
fun, before the reading he showed us as examples some images to
be able to start with the subject, the actity that I liked the most was
to order the words, since it was fun and also explained the meaning
of each word we formed.
 WILLIAM

The demo of my partner (William) was one of the most

entertaining since he took an additional page to answer questions
and then verify them in class, the reading that he brought as an
example was one of the best and with a good base of difficulty, I
liked how I interact with us.
 MY DEMO CLASS
(REFLECTION)

In my demo class, I had to do it with Fabiana, at first we

could not agree but we managed to have the same idea and

we began to work on the material of the demo class, it was

very fun, we met by zoom to be able to do the work together

and practice too, I thought I could not communicate with her,

but in reality it was easy and I managed to get one more

friend, what I liked the most was doing the ppt and finding a

funny audio for the students to have fun, I hope that in the

next month we could work together again.

My
My DEMO
DEMO
CLASS
CLASS
Zuley and fabiana
padlet